Husna Parluhutan Tambunan, Dody Feliks Pandimun Ambarita, Amiruddin
This study proposes and evaluates a framework for Web-Based Learning Models grounded in Outcome-Based Education (OBE) principles to enhance the quality of university students’ learning. The framework is structured as a systematic and cyclical process encompassing web-based course delivery, curriculum design, digital readiness orientation, instructor capacity building, and the development of interactive, outcome-driven materials. Central to the model is the alignment of intended learning outcomes with instructional activities and assessments, supported by continuous feedback mechanisms to ensure responsiveness and quality improvement. The empirical evaluation involved 34 participants through pre-and post-questionnaires measuring multiple dimensions of student engagement and competencies. Results demonstrated significant improvements in behavioral (Mpre = 3.40, Mpost = 3.80, p < 0.05), cognitive (Mpre = 3.57, Mpost = 3.75, p < 0.01), emotional (Mpre = 3.14, Mpost = 3.61, p < 0.05), and agentic engagement (Mpre = 3.28, Mpost = 3.73, p < 0.05). Creativity and collaboration also showed notable gains, while post-questionnaire findings indicated high levels of perceived autonomy, competence, and relatedness. These findings highlight the effectiveness of integrating OBE principles into web-based environments to promote active, meaningful, and student-centered learning. The model not only improved engagement and competencies but also supported the development of essential 21st-century skills such as creativity, collaboration, and self-determination. The study underscores the potential of web-based OBE frameworks as dynamic, data-driven approaches for enhancing institutional accountability and advancing the quality of higher education delivery. © 2025, Adam Marszalek Publishing House. All rights reserved.
Universitas Negeri Medan, Indonesia; Universitas Muhammadiyah Sumatera Utara, Indonesia
